學習資訊專業學院—資訊教育研究所

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25

資訊教育研究所之碩士班成立於民國80年，博士班成立於民國86年，目前研究生共約160名。本所原屬資訊教育學系，於95學年度起因應系所組織調整，成為獨立研究所，歸屬教育學院。

本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨，課程設計分別針對此兩個專業領域規劃必、選修專業科目，提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括：

1、培育資訊科技教育人才；
2、培育數位學習產業人才；
3、培育資訊科技教育與數位學習研究人才。

本所目前六名專任教師，四位教授，二位副教授，在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究，每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外，本所教師積極參與國內重大資訊教育政策及課程綱要之制定，積極推動國內資訊教育之發展。
 

Browse

Author: search.filters.author.Hou, Huei-TseHas files: No

Search Results

Now showing 1 - 10 of 13
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    Analysis of time-management pattern of interactive behaviours during online project-based learning
    (Institute of Electrical and Electronics Engineers (IEEE), 2007-07-18) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    This study aims to explore the time-management patterns of learners' interactive behaviors during online project-based learning (PBL) from an empirical observation without teachers' interception. According to the derived pattern, the study found how learners allocated their time and how these interactive activities influence learners to allocate their time more appropriately. Finally, we also gave some suggestions for teachers' interception and guidance for promoting the quality of students' projects.
  • No Thumbnail Available
    Item
    Analyzing the differences of the online discussion behaviors of knowledge construction and problem solving between high and low achieving learners
    (2009-01-08) 侯惠澤; 張國恩; 宋曜廷; Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
  • No Thumbnail Available
    Item
    What kinds of knowledge do teachers share on blogs? A quantitative content analysis of teachers' knowledge sharing on blogs
    (Wiley-Blackwell, 2010-02-03) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    The article focuses on a content analysis of the use of blogs in knowledge sharing by educators. It states that blog use for teachers' professional development may improve teacher interaction. It states that the coding scheme of the study utilized Bloom's taxonomy with a focus on the knowledge aspect of teacher discussions. It comments that teachers did not utilize blogs solely for professional development and suggests that unofficial environments might play a role in promoting a climate conducive of knowledge sharing. It also suggests the development of an automatic interaction analysis module could be used to detect current behavioral and content patterns and limitations in knowledge sharing by teachers, including automatic data mining.
  • No Thumbnail Available
    Item
    Exploring the behavioral patterns of an online knowledge sharing discussion activity among teachers with problem-solving strategy
    (Elsevier, 2009-01-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    The sharing of teaching-related knowledge may help teachers solve a variety of problems that they face, and the appropriate use of online knowledge-sharing activities is expected to assist teachers' knowledge-sharing. This study proposed an online knowledge-sharing discussion activity, integrated with a problem-solving strategy for teachers. Empirical observations are noted. The participants were 495 teachers, and quantitative content analysis, sequential analysis, and qualitative original protocol analysis were used to explore the content and patterns of teachers' discussion behavior. The study identified influences on and limitations of knowledge-sharing in the activity, from which suggestions were generated to be proposed to teacher educators.
  • No Thumbnail Available
    Item
    Using blogs as a professional development tool for teachers: Analysis of interaction behavioral patterns
    (Routledge, 2009-12-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    The coming era of Web 2.0 focuses on users' active online participation and interaction. Among such interactive media, the blog is one representative tool of online knowledge construction. The purpose of this study is to explore the behavioral patterns and the depth of knowledge construction when using blogs for teachers' professional development. This research combines quantitative content analysis, sequential analysis, and qualitative protocol analysis. We studied how 470 teachers used blogs to conduct instructional knowledge interactions prior to the intervention of teacher educators and analyzed the teacher's behavioral patterns and the depth of knowledge construction. On the basis of the discovered behavioral patterns, we see that although blogs can serve as a channel for teachers to share teaching information, the aspect of knowledge construction is limited. We point out these limitations, and provide suggestions on how teacher educators can guide interactions during training. We also suggest how system developers can adjust blog functions to facilitate the discussion quality of online teacher communities.
  • No Thumbnail Available
    Item
    Designing an electronic guidebook for learning engagement in a museum of history
    (Elsevier, 2010-01-01) Sung, Yao-Ting; Chang, Kuo-En; Hou, Huei-Tse; Chen, Pin-Fu
    Museums provide important avenues for lifelong learning, and using information and communication technology to maximize a museum’s lifelong learning potential is a recognized issue. This study proposed a human–computer–context interaction (HCCI) framework as a guide for designing a mobile electronic guidebook for a history museum. To fulfill the goals of the HCCI framework, two strategies, problem-based inquiry and historical-context-embedded visiting, were used to implement a HCCI guidebook. To evaluate the effects of the HCCI guidebook, this study conducted an experiment to compare three visiting modes: Visiting with the HCCI guidebook; visiting with a worksheet; and visiting without any supplementary tools. Sixty-two college students participated in the evaluation of the HCCI guidebook in the Tang dynasty tri-color glazed pottery exhibition at the National Museum of History. The results showed that the students with the HCCI guidebooks had, on average, a longer holding time with exhibits than either students with paper-based worksheets or students without supplementary materials. However, there were no significant differences in the knowledge gained about exhibits among the three modes.
  • No Thumbnail Available
    Item
    Applying lag sequential analysis to detect visual behavioral patterns of online learning activities
    (Wiley-Blackwell, 2010-03-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    The article discusses how learners manage online learning behaviours such as active participation and interaction as well as the visual behavioural patterns used. These behavioural patterns could offer guidance for teachers to enhance student learning. Through an empirical observation and lag sequential analysis, which can examine whether or not the relationship between each behavior has been achieved, visual behavioural patterns of online learning activities was used. The visual pattern showed that the majority of students concentrated on browsing peers' works and answering questions.
  • No Thumbnail Available
    Item
    Analysis of problem-solving based online asynchronous discussion pattern
    (International Forum of Educational Technology & Society (IFETS), 2008-01-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.